G1 - Concept of Classroom Management

7/29/2019 G1 - Concept of Classroom Management

1/24

Primary

ClassroomManagement

Presenter:

- Muhammad Naqiyyuddin

- Izzat Syafiq


2/24

Primary

ClassroomManagement

Introduction

The Concept ofClassroom

Management

Characteristics of anEffective Teacher in

Managing a Classroom


3/24

Introduction The government primary schools in

Malaysia is specifically for childrenbetween the ages of seven to twelveyears old.

The period for primary school is about sixyears, starting from Year One to Year Six.

At each stage or year, pupils are beingrouted to their respective classes

according to achievement testadministered by the school.


4/24

A teacher is responsible for educating children of

all races. Teachers also have to face the students with the

achievement of socio-economic background andlanguages that are different.

Infrastructure and the school's position as rural andurban areas adds to the challenge of a teacher.

in addition, teachers also need to understand thatthe tasks and challenges in every school and

every classroom is different.


5/24

Doyle (1986) has identified several features that

make the classroom a place of unique andchallenging of which are:

Multidimensionality

- A classroom is many things : a learning laboratory, a

social center, a peer group, a collection of individuals

who go to lunch together, and more. Classrooms arealso crowded and busy places. Many people must

use limited resources to achieve a wide range of

objectives. Events must be organized and scheduled;

records must be kept. And work must be planned for

students who vary widely in abilities and interests.


6/24

Simultaneity

- Many things happen at the same time in classrooms.A reading group operates while the rest of the class

does seatwork. Some students finish a test in five

minutes while others take ten minutes.

Immediacy- Events happen fast in classrooms. There is little time

to think before acting. The sheer number of

interchanges a teacher has with students is

extraordinarily largeoften over 1, 000 per day. And

a teacher must act immediately.


7/24

Unpredictability

- Events in classrooms are not easy to predict.Interruptions are frequent. Immediate circumstances

influence the way events unfold during a particular

day or class period.

Publicness

- Classrooms are public places and the teacher isalways on stage. Incidents involving the teacher and

one or more students are usually seen by the entire

class. Sometimes witnesses encourage disruptive

students. At the very least, witnesses learn something

about the teachers ability to manage the classroom

and enforce the rules.


8/24

The Concept of Classroom

ManagementMany educators relate the classroom

management methods to deal withdiscipline problems in the classroom.

It is also often seen as something thatteachers need to do before the actuallesson begins.

Studies have also shown that effective

classroom management contributes tohigher academic achievement.


9/24

Richards (1990) interpret classroom managementas an organization and teachers control onbehavior, movement and interaction during thelearning progress of students so that teachingcan be implemented effectively.

According to Alberto & Troutman (1986),

classroom management can be defined asteachers' skills to manage time, space,educational resources, the role and behavior ofstudents in providing an appropriate climate for

learning.


10/24

Effective classroom management will helpachieve the following goals:

encourage appropriate student behavior

develop a positive learning environment

interpersonal relationships between teachers and

pupils and pupils

using the time slot for an optimal learning

increase student involvement in the activities of

teaching and learning (p&p)

reduce discipline problems

effective routine management

students learn to control and manage themselves


11/24

Knowledge of the needs of

students By Abram Maslow, human needs are

hierarchical and can be divided into two,

namely physiological needs and

psychological needs.

According to Maslow, people will always

strive to meet the primary needs, namely

physiological needs, safety, love and self-

esteem.

Once the primary needs are filled, then theindividual will to try to meet the needs of self-

perfection, knowledge and aesthetic.


12/24

Secondary

Primary


13/24

In addition to the physiological and psychologicalrequirements, students must also have academic

requirements.

They include the need to:

understand the objectives of teaching

participate actively in the learning process

interact positively with peers

learning related to daily life and interests of students

time to complete the task or interact

experience of success

accurate and realistic feedback


14/24

Classroom Management

Plan

Manage

Control

To reflect

Teacher-studentrelationship


15/24

Plan

When planning, teachers will refer to the syllabus todetermine the objectives and learning outcomes.

Teachers will select the topic, determining the most

appropriate approach, choosing strategies and

teaching methods, taking into account different

learning styles. Then teachers need to developactivities or tasks that correspond to the level of

student achievement. At this time, teachers will

take into account the place of learning, whether in

classrooms, laboratories, library, etc..


16/24

Manage

Teachers should give clear instructions, inform therules and procedures, coordinate and organize

activities and learning materials, distributes

assignments, dividing students into groups,

determining the position and arrangement of the

pupils or groups. This is done so that studentsunderstand the future direction of education and

their role in the classroom.


17/24

Control

Teachers need to monitor, ensure that the studentscomfortable enough learning materials and is

involved in learning. If there are students who do not

pay attention or cause problems, teachers can call

and provide disciplinary action if necessary.


18/24

To reflect

Teachers analyze and evaluate the effectiveness of

his practice, approaches, strategies and methods

used, the activities or tasks, teaching aids and forms

of assessment used during instruction. Teachers must

take responsibility and be open to accept the

possibility of errors and make changes, willing to tryother alternatives, to hear and consider information

from other sources.


19/24

Teacher-student relationship

Teachers must demonstrate an appropriate level ofdominance, such as setting clear what is expected

of the student, the rules and procedures and the

consequences of undesirable behavior. At the same

time, teachers also need to show cooperation,

which is to encourage students to function as ateam.


20/24

Characteristics of an effective

teacher in managing aclassroom1. Personal Qualities

2. Teaching & Learning Competencies3. Disposition & Moral Practice


21/24

1. Personal Qualities

Commitment, responsibility & integrity arethe personal qualities an effective

teacher need to have in managing aclassroom.

Responsible means living up to obligation& ensure those are fulfilled.

Integrity means ethical behavior or codeof moral values such as honest and fair.


22/24

2. Teaching & LearningCompetencies

Effective use of teaching style, personalityand instructional strategies to maximize

the students ability to formulate newknowledge. Effective teacher arefacilitator & designer of students ability.


23/24

3. Disposition & Moral Practice

Means the natural or acquired habit orcharacteristic tendency in a person or thing.

The disposition occur towards: Children and youthbe sensitive on how to

express care, friendliness to students.

Knowledge & thought processself upgradeguided by enquiry. The areas to upgrade arethe content & curriculum, pedagogicalcontent, methodology, behavior & disciplinemanagement, instructional technology,learning process.


24/24

cont

Colleagues & other adults this involve

social interaction, dialogue & scaffolding

this can construct new ideas, enhanceintellectual development.

Documents

G1 - Concept of Classroom Management